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Do you need a hand ?

Do you need a hand ?. Suporting children’s language learning. Children need support for language learning. Providing support helps children to gain the knowledge, ability and confidence to eventually function more independently. 1.- Support and how to provide it.

kieran-shaffer
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Do you need a hand ?

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  1. Do youneed a hand? Suporting children’s language learning

  2. Children need support for language learning. • Providing support helps children to gain the knowledge, ability and confidence to eventually function more independently.

  3. 1.- Support and howtoprovideit.

  4. 2.- Ways of supportingchildren’slanguagelearning. • Task 1: Support for language learning. • Read the lesson transcript and, as you read, do the following: • Notice each piece of support which the teacher offers pupils. • Mark on the transcript wheter the degree or quantity of support, was just right, to much or insufficient.

  5. Theteacherprovidessupport in the “language” she uses. • She adjust her language to suit the levels of the pupils, as parent do. She… • Repeats pupils answers. • Rephrases answres. • Prompts through a rise in her intonation. • Frame sentences. (and…) • Encourage pupils to finish them. • Uses gestures and actions.

  6. T providessupportthroughthetechnique and resources. • She uses pictures of the characters involved. • Activate background knowledge about the topic. • Responds positively to pupils ( that is good.) • Encourages pupils to predict. • Confirm answers so pupuls know if they were right or wrong.

  7. Language. • This refers to all the things the teacher does throught speech or gestures. • Using language as children level. • Adjusting one’s language to help children understand.( repeating, rephrasing.) • Adjusting one’s speed and volume. • Using gestures, actions.

  8. Techniques / resources • Thisreferstoallthetechniques and resourcesthattheteacher uses tohelppupilsto do theactivities: • Movingfromknownto new, from concrete toabstract.(bus=words). • Focusonthings,actions, eventsthatchildren can see. • Usingpracticalhands-onactivities. • Givethechildren a purpose of doingtheactivity. • Providelanguageprompts(fill in the gap). • Use visual support. • Provideopportunitiestolearntheoughtdifferentsenses.

  9. Childrenthemselves • Children can get support by working with other children. • Learning by watching other children.( as models) • Learning by listening to and getting help from other children.( as tutors) • Learning by practising with other children.( as partners).

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